@article {, title = {Limits of Metacognitive Prompts for Confidence Judgments in an Interactive Learning Environment}, journal = {Open Education Studies}, volume = {6}, year = {2024}, abstract = {

Metacognitive activities are reported to improve learning but prompts to support metacognition have only been investigated with mixed results. In the present study, metacognitive prompts for confidence judgments were implemented in a learning platform to provide more insights into their effectiveness and their limits. Comparing the prompted group (n\ = 51) with the control (n\ = 150), no benefits of the prompts are seen: Performance is not better with prompts, and there is no improvement in metacognitive accuracy over time within the prompted group. Notably, half of the prompted group did not use the metacognitive prompts as intended. Alternative ways to integrate such prompts are discussed.

}, keywords = {confidence prompts, K-12, metacognitive accuracy, metacognitive prompts, Self-Regulated Learning}, doi = {https://doi.org/10.1515/edu-2022-0209}, author = {Maria Klar and Buchner, Josef and Michael Kerres} } @conference {5213, title = {What are the Driving Forces behind Informal Learning in Social Media?}, booktitle = {Computational Social Science Winter Symposium}, year = {2015}, publisher = {GESIS}, organization = {GESIS}, address = {Cologne}, abstract = {Teachers need to increasingly develop and implement new, collaborative approaches to learning. However, teachers should not rely on formal roles and institutions to support them. Instead, they should rather draw on (informal) learning networks that allow them to share ideas and collaboratively reflect on their practice. Nowadays, an increasing amount of social media platforms are available, wherein individuals can communicate with each another. These platforms constitute social opportunity spaces, which provide the meta-context wherein informal learning processes are stimulated. In order to analyze these spaces, we combine self-regulated learning and social capital theory, thereby integrating two mutually conversant views about how people behave and decide to participate in (in)formal learning activities, from both an individual and a collaborative perspective. Moreover, by employing 1- and 2-Mode social network analysis, based on data from Twitter and Wikimedia, we are able to identify different types of informal learners, which can be considered for other, similar activities that aim at enhancing the professional development of individuals.}, keywords = {Informal Learning, Self-Regulated Learning, social capital, Social Media, Twitter, Wiki}, url = {http://www.gesis.org/css-wintersymposium/home/}, author = {Martin Rehm and Allison Littlejohn and Bart Rienties} }